An-Najah National University 

Faculty of Graduate Studies 
 

 

 

 

 

 

 

The Impact of Using Running Dictation 

on Developing the Writing Skills on the 

Tenth Graders at Nablus Private Schools 

 
 

 

 

 

 

 

By 

Hadeel Jameel Muhammed Ahmad 
 

 

 
 

 

 

Supervisor 

Dr. Fawaz Aqel 
 

 

 
This Thesis is Submitted in Partial Fulfillment of the 

Requirements for the Degree of Master of Method of 

Teaching English, Faculty of Graduate studies, An-Najah 

National University, Nablus, Palestine. 

2020 





   iii 
 

Dedication 

This thesis is dedicated to: 

The queen of my life (my mother) for her abundant loving endearments 

and special care. 

The king of my life (my father) for his continuous encouragement 

and fruitful support. 

My beloved brothers and sister; who stand by me when things look bleak, 

To all my family, the symbol of love and giving, 

My friends who encourage and support me, All the people in my life who 

touch my heart, I dedicate this research.  



   iv 
 

Acknowledgement 

       In the Name of Allah, the Most Merciful, the Most Compassionate 

all praise be to Allah, the Lord of the worlds; and prayers and peace be 

upon Mohamed His servant and messenger.  

      First and foremost, I must acknowledge my limitless thanks to Allah, 

the Ever-Magnificent; the Ever-Thankful, for His help and bless. I am 

totally sure that this work would have never become truth, without His 

guidance. 

  I owe a deep debt of gratitude to our university for giving us an 

opportunity to complete this work. 

       I am grateful to some people, who worked hard with me from the 

beginning till the completion of the present research particularly my 

supervisor Dr. Fawaz Aqel who has been always generous during all 

phases of the research, and I highly appreciate the efforts expended by Dr. 

Suzan Arafat and Dr. Ayser Yassin. 

        I would like to take this opportunity to say warm thanks to all my 

beloved friends, who have been so supportive along the way of doing my 

thesis, especially Mohammad Abu Murad who supported me all the way 

long. 

         I also would like to express my wholehearted thanks to my family 

for their generous support they provided me throughout my entire life and 

particularly through the process of pursuing the master degree. Because of 

their unconditional love and prayers, I have the chance to complete this 

thesis. 

        Last but not least, deepest thanks go to all people who took part in 

making this thesis real.  





   vi 
 

Table of Contents 

Subject Page 

Defense Committee Members ii 

Dedication iii 

Acknowledgement iv 

Declaration v 

Table of  contents vi 

List of Tables viii 

List of Figures ix 

List  of appendixes x 

Abstract xi 

Chapter One: Introduction and Theoretical Background 

1.1 Introduction and Theoretical background: 2 

1.2 Statement of the study 5 

1.3 Objectives of the study 5 

1.4 Research questions 6 

1.5 Hypotheses of the study 6 

1.6 Significance of the study 6 

1.7 Limitations of the study 7 

1.8 Definition of the terms 8 

1.9 Summary 10 

Chapter Two: Literature Review 

2.1 Running dictation 12 

2.1.1 Definition of running dictation 12 

2.1.2 Considerations for applying running dictation 14 

2.1.3 Different reasons for using running dictation in the class 15 

2.1.4 Advantages of using running dictation 15 

2.1.5 Different ways to conduct running dictation technique 16 

2.1.6 Dictation 16 

2.2 Writing skills 20 

2.2.1 Definition of writing 20 

2.2.2 Definition of writing skills 20 

2.2.3. Importance of writing skills                                                            21 

2.2.4 Factors of good writing: 21 

2.2.5. Stages of the writing process                                                    22 

2.2.6 Types of writing: 26 

2.2.7 Aspects of Writing Skills 28 

2.3 Previous studies related to running dictation 36 

2.4 Previous studies related to writing skills: 42 



  vii 
 

Subject Page 

2.5. Commentary on previous studies related to running dictation 48 

2.6. Commentary on previous studies related to writing skills 50 

2.7. Summary 52 

Chapter Three: Methodology and Procedures 

3.1 Introduction 54 

3.2 Approach of the study 54 

3.3 Population and sample of the stud 54 

3.4 The instructional material 55 

3.5 Instruments of the study 55 

3.6 Reliability of the test: the researcher found the reliability 

coefficient through 

58 

3.7 Procedures of the Study 60 

3.8 Statistical analysis 62 

3.9 Summary 63 

Chapter Four: The Results of the Study 

4.1 Introduction 65 

4.2 Results of the Test Analysis 65 

4.3 Answer to the first question 65 

4.4 Answer to the second question 66 

4.5 Answer to the third Question 67 

4.6 Summary 69 

Chapter Five: Discussion, Conclusions and Recommendations 

1.5 Introduction 71 

1.5 Discussion of the Results of the Study Questions 71 

5.2.1. Discussion of the Results of the third Question 71 

5.2.2. Discussion of the Results of the fourth Question 73 

1.5  Conclusion 74 

5.4  Recommendation  75 

5.5 Summary 76 

References 77 

Appendixes 86 

 ب الولخص

 

 

  



  viii 
 

List of Table  

Table No. Title Page 

Table (3.1) Study sample of Nablus private schools 55 

Table  (3.2) 
The correlation coefficient between the degree of 

each domain of the test and the total mark of the test 
57 

Table (3.3) 
The correlation coefficient between the degree of 

each item and the total mark of the test 
58 

Table (3.4) Reliability coefficient through split-half 58 

Table (3.5) Reliability coefficient through Cronbach’s alpha 59 

Table (3.6) The final version of the English achievement test 60 

Table (4.1) The four writing skills (Table of Specification) 66 

Table (4.2) 
Means and standard deviation of the experimental 

group and those of the control group on the pre-test 
67 

Table (4.3) 
Means and standard deviation of pretest and posttest 

of the experimental group 
68 

Table (4.4) Level of Size Effect (²η) 69 

 

 

 

 

  



   ix 
 

List of Figures 

Figure No. Title Page 

Figure (1.1) 
An Example of Running Dictation Curriculum 

Development (2011) 
14 

Figure (2.1) 
An Overview of Different Kinds of Dictation                                    

Curriculum Development Institute (2011) 
19 

 

  



   x 
 

List of appendixes  

Appendix No. Appendixes Page 

Appendix (1) 
Task facilitation document to the Ministry of 

Education 
87 

Appendix (2) 

Task facilitation document directed from the 

Ministry of  Education in Nablus to the school 

included in the study 

88 

Appendix (3) A proof  paper of achievement test 89 

Appendix (4) English Achievement Test 90 

 

  



   xi 
 

The Impact of Using Running Dictation on Developing the Writing 

Skills on the Tenth Graders at Nablus Private Schools. 

By 

Hadeel Jameel Ahmad  

Supervisor 

Fawaz Aqel 

Abstract 

The study aimed at investigating the effect of using running dictation 

as a brand new approach for building writing skills for the tenth graders in 

Nablus private schools. In order to get the study goal, the researcher used 

the quasi experimental research design (it is used when we can’t control all 

the factors like feeling and emotions) since it is ideal for the dynamics of 

the research. The study population included (484) tenth graders in Nablus 

private schools according to the annual educational statistical book 

2019/2020 produced by the Ministry of Education. The researcher chose 

the study sample purposively since the Nablus private school in which the 

experiment was applied near to the work place of the researcher. The study 

sample was comprised of (44) male and female students. The experimental 

group was comprised of (22) male and female students; while the control 

group was comprised of (22) male and female students.. The researcher 

conducted a writing skills achievement test, which aimed to determine the 

tenth graders' writing skills achievement level of English language before 

studying the lessons of the units in their school curriculum and after the test 

in order to compare between them. 

The results of the study showed that there are statistically significant 

differences in the mean scores of the control and experimental groups in 



  xii 
 

the writing skills achievement posttest in favor of the experimental group 

due to the use of running dictation strategy. 

Based on the research finding, the researcher recommended using 

Running Dictation as an effective strategy of developing students' writing 

skills in teaching writing for the tenth graders. The researcher also 

recommended doing additional scientific studies associated with making 

use of Running Dictation technique with various dependent variables like 

speaking and listening with various grades. 



   1 
 

 

Chapter one 

Introduction and Theoretical background 

1.1  Theoretical background of the study 

1.2  Statement of the problem 

1.3  Objectives of the study  

1.4  Research questions  

1.5  Hypotheses of the study 

1.6  Significance of the study 

1.7 Limitations of the study 

1.8  Definition of the terms 

1.9  Summary 

 



   2 
 

Chapter One 

Introduction and Theoretical Background 

1.1 Introduction and Theoretical background 

  Language is a unified set of words in which people can use to 

convey their meaningful messages and thoughts to others (Steinberg, 

2007). It's a method which enables individuals to interact and also to speak 

with one another through audio- oral arbitrary signs (Hall, 1968: 158 as 

cited in Lyons, 1981). People use language for numerous purposes; 

including interacting, entertaining, learning, and working. Individuals all 

over the world use various languages that express themselves and make 

sure about the culture of theirs (Zahro,  2018). 

           Since the world has become a small one due to the spread of Webs in 

the twentieth century, foreign language learning has become a common 

phenomenon. Enabling different kinds of communication such as 

intercultural communication and cross-cultural communication among 

people beyond their communities makes people want to learn a second 

language for satisfying their hobbies, securing employment, and setting an 

education (Ellis, 1997). In this spirit, people tend to learn English as a 

second language. Some of them are students who learn English through 

attending school and others are interested in learning English by joining 

courses or making a personal effort and learn it on their own (Zahro, 2018). 

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Based on the researcher experience in teaching English language for 

13 years, she would come to a conclusion that English language learning is 

not a complex process.  Instead, it needs to be addressed in a planned and 

organized method. Effective English language teaching requires a 

successful teacher; teachers basically need resources, educational 

environment, and active learners. Those who are responsible for the 

educational process are supposed to offer all the requirements needed to 

teach English, design a curriculum that supports teaching English 

effectively, and provide educational courses from time to time. Teachers, in 

their roles, have to be aware of the modern educational techniques and 

strategies, involve students in the teaching-learning process, create 

cooperative learning, recall students' prior knowledge and provide real 

situations to represent the material. 

Reading, speaking, writing, plus listening are the major skills of 

English language. They have an important part in generating ideas and also 

in understanding communication. Writing is the act of combining a set of 

symbols or letters that represent spoken sounds. But writing ability is much 

more than symbols and written sounds. As Byrne (1993) suggested that 

writing is a procedure of dealing with phonology, syntax and morphology 

to create sentences. It is well worth talking that writing is just one of the 

skills which has an important part in mastering English .He mentioned in 

his study that writing is an act of forming graphic symbols which 

correspond with the sounds we speak in our daily life. From Byrne 



   4 
 

experience, he found out that writing helps learners to snap examinations at 

university or school, add more vocabulary and grammar forms to their 

knowledge so they use them in their life.  

Teaching writing skill is not only about asking students to write a 

composition. Taylor (2014) stated that a sense of communication is built 

between writer and reader during the writing process. A writer expresses 

who he/she is through his/her thoughts. Thus, the writer should be accurate 

and familiar with the grammatical rules, words spelling, capitalization, and 

punctuation to make sure that the reader understands the text. In this sense, 

the teacher should provide his/her students with those writing skills and 

techniques to be good writers. Addressing such issues related to writing 

skills is a common aim among educationalists. They recommended many 

strategies and techniques that help both teacher and student to produce a 

good writing. 

Running dictation is an essential activity, which the experienced and 

beginner English language teachers and learners pass through the activity. 

Teflpedia (n.d.) postulated that running dictation requires a physical effort 

as the runner runs to the wall and returns to dictate the writer the words. On 

the one hand, running dictation adds a sense of communication, energy, 

and activity to the classroom. It can be used for both younger learners and 

adults groups. It is a kind of dictation activities that enliven a tired class as 

there are movement, competition, pictures, and reviewing information. On 

the other hand, this activity is flexible since the teacher can change some 



   5 
 

details to be in line with students' needs and the educational setting. 

Running dictation is an activity that consists of both dictation and running 

since it allows students to focus on vocabulary, writing, reading, and 

grammar and provides them with the desire to learn. Running dictation is 

one of the strategies used to teach writing skill effectively as the 

researchers Mentari (2018), Nurdianingsih & Rahmawati (2018), Nuralisah 

(2017) recommended using it as a useful pedagogical technique. 

1.2 Statement of the study 

After reviewing the literature relevant to my subject, the researcher 

found that the subject wasn’t given enough attention by researchers and 

teachers in schools. Dictation is a basic part of writing at schools but 

generally is hated by students especially in Palestine and the Arab World. 

Therefore, the researcher will attempt to find out the impact of using 

running dictation on improving writing skills on the tenth graders at Nablus 

private schools.. Therefore, the researcher will attempt to find out the 

impact of using running dictation on improving writing skills on the tenth 

graders at Nablus private schools. 

1.3 Objectives of the study 

This study has two objectives; first, to develop the writing skills for 

the tenth graders and for other different levels by teaching them in a not 

traditional way. Second, to investigate the impact of using running 

dictation as an educational technique for developing the writing skills. 



   6 
 

1.4 Research questions 

The study will address the following questions:  

1- What is the impact of using running dictation on developing the 

writing skills on the tenth graders at Nablus private schools? 

2- Are there any statistically significant differences at (α ≤ 0.05) in the 

mean scores of post-test between the experimental group and the 

control group? 

3- Are there any statistically significant differences at (α ≤ 0.05) in the 

total mean score between the pre-test and post-test of the 

experimental group? 

1.5 Hypotheses of the study 

1. There are no statistically significant differences at (α ≤ 0.05) in the 

mean scores of post-test between the experimental group and the 

control group. 

2. There are no statistically significant differences at (α ≤ 0.05) in the 

total mean score between the pre-test and post-test of the 

experimental group. 

1.6  Significance of the study 

This study will be a significant endeavor in guiding English language 

teachers during the planned process of teaching writing. It can also be 

beneficial for learners to prevent them from feeling bored since using 



   7 
 

running dictation creates an environment which is full of fun and 

motivation. This study can be used for making learners use their thinking 

skill and do physical moves at the same time. It urges curriculum designers 

to create writing courses in a manner that facilitates and also supports the 

usage of educational strategies. 

Moreover, it will enhance the importance of interaction and 

cooperation between learners and Support the brand new vocabulary, 

spelling and grammatical rules and create a feeling of good competition 

among pupils as they work finishing first. 

1.7  Limitations of the study 

The limitations of the study are those characteristics of design or 

methodology that impacted or affected the interpretation of the findings 

from your research, here they are:  

Human limitation: the researcher applied the study on the tenth-grade 

students. 

Locative limitation: this study was conducted in Nablus Private School. 

Temporal limitation: this study was conducted during the first semester in 

the academic year 2019/2020. 

Topic limitation: this study investigated developing the writing skills 

(organization, grammar, amount of communication and vocabulary) by 

using running dictation technique.   



   8 
 

1.8 Definition of the terms 

Running dictation 

It is an enjoyable active physical technique which is used for 

teaching writing, listening, speaking, and reading. The teacher writes a 

short paragraph and divides it into sentences. The paragraphs are put on the 

wall. The teacher then divides students into groups or pairs and assigns a 

runner and the other as a writer. The runner runs towards the text and tries 

to pick sentences. By trying to remember the sentences, he/she comes back 

to the team and also dictates the writer what he memorized. If words are 

forgotten by him/her, the runner comes back to the board and recites them 

the sentence. The writer writes down what's determined by the runner. The 

runner keeps running back and forth till most sentences are dictated by 

him/her. Lastly, the group together order the selected sentences to create an 

entire meaningful text. In the situation of teamwork, the runner and the 

writer can exchange roles to have an additional sentence (Hand, 2019) 

Similar to the previous definition, running dictation is a process in 

which a teacher posts a short text for dictation on the walls in the 

schoolyard. Students work in pairs or small groups. Two students are 

selected to play the role of runner and writer. The runner goes quickly to 

the wall and memorizes short sentence and then returns to dictate the writer 

the memorized sentence. In case of teamwork, the runner runs to the 

second student and dictates him/her the memorized sentence. The second 



   9 
 

student then tells the third one what is he/she dictated. After that, the third 

student dictates the writer what is heard (Nation & Newton, 2009). 

  The researcher asserts that running dictation is an interesting vital 

activity that used to teach the writing skills involved in English World for 

10th grade.  A short text from the lesson taken inside the class is pinned on 

the board. Then, a teacher organizes the classroom to expand the space 

where the runner passes through. A writer and a runner should be assigned 

from a group of four or five students or pairs. The runner runs quickly to 

the text, memorizes as much as possible, returns to the writer, and dictates 

him/her what he/she memorized. Students continue repeating the same 

movement until they have the text completed. The first group that finishes 

the text accurately is the winner. 

Writing skill: 

The writing skill as defined by Decker (2019) is a set of techniques 

and tools enabling the person to be a writer and communicator. Good 

writing skills allow easy communication with friends, co-workers, and 

customers in all aspects of life. 

Naveed (2016) explained that writing skills are the essential skills 

that ensure effective communication. The more a writer sticks with those 

skills, the more a reader understands the piece of writing. 

The researcher defines it procedurally as the total score obtained by 

the tenth grade students when answering the questions of the study tool 

https://plus.google.com/+FakharNaveed


  10 
 

(test), which includes (organization, grammar, amount of communication 

and vocabulary).  

Tenth graders: 

       Those students who are studying (English World) curriculum during 

the second semester of the academic year 2019/2020.Their ages range from 

15 to 16 years.  

1.9 Summary 

In this Chapter, the researcher clarified the basic components of the 

study. It dealt with the introduction that is constructed according to the 

thesis: “The impact of Using Running Dictation on Developing the writing 

skills”. Besides, the researcher presented the purpose of the study, 

questions of the study, significance of the study, limitation of the study. 

The researcher, additionally, mentioned some vital definition of terms 

related to the topic 

 

  



  11 
 

 

Chapter Two 

Literature Review 

2.1  Running dictation 

2.2  Writing skills 

2.3  Previous Studies related to running dictation 

2.4  Previous studies related to writing skills  

2.5 Commentary on previous studies related to running 

dictation 

2.6  Commentary on previous studies related to writing skills 

2.7  Summary 

 

  



  12 
 

Chapter Two 

Literature Review 

        In this section, the researcher presents a brief summary about 

running dictation and writing skills. As well as, she addresses the previous 

studies related to the use of running dictation as an educational technique 

and those studies related to the writing skills. Then, she presents 

commentary on previous studies related to both of them. 

2.1 Running dictation 

2.1.1 Definition of running dictation 

Jason (2016) pointed out that running dictation is a way that used to 

develop the four skills of language (listening, speaking, writing, reading). 

As it is a bit noisy, the teacher can apply it in the yard of the school to 

avoid bothering the other classes. The teacher put a short text on a tree. 

Then, the teacher divides the students into pairs; a secretary and a runner. 

The runner is the student who will run to the tree to pick up some words or 

a sentence and return to dictate the secretary what he/she memorized. The 

runner continues running until the whole text is completed. The teacher can 

exchange the roles of both runner and secretary. The pairs set down in their 

places to make sure that their text is the same as the original one. 

According to Hunton (2015), running dictation is an activity in 

which the teacher has four folded copies of different paragraphs on four 

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cards. The teacher then sticks them on the walls of the classroom and 

classifies students of three or four students. A runner from each group goes 

to the fourth paragraphs and tries to memorize whatever they can and runs. 

The runner tells the group what he memorized and they write down what 

he/she said. The winner is the first group which completes the version or 

which has the accurate version of the fourth paragraphs.  

It is an activity in which the teacher organizes teams of four or five 

students and every team has a writer. A text on each side of the teams is put 

on the wall. Students take in turn and run-up to the wall. The student 

memorizes as much as possible and dictates the writer what he memorized 

with the punctuation (Subramaniam, n.d.). As for Davies (2014), he stated 

that running dictation is a technique which is used to teach a large number 

of vocabulary as the teacher put a text on the wall in which the students are 

distributed into teams. One minute is assigned to each student to go and 

study the text on the wall. The student tells the team what the text says and 

they write. After two minutes the assigned students or another runs and 

returns. 

According to Milne (2014), running dictation is an enshrined activity 

that is used for ESL/EFL learning.  It is a bit different from the traditional 

model of dictation and far more engaging. 

 

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  14 
 

 

Figure (1.1): An Example of Running Dictation Curriculum Development (2011). 

2.1.2 Considerations for applying running dictation 

Milne (2014) suggested some points that should be considered 

during the application of running dictation. The new runner should start 

running after the writer has dictated the text taking into consideration the 

distance between the wall and the team which should be roughly the same. 

The teacher should set rules beforehand to ensure a less noisy and a calm 

classroom. During the activity, the runners can help writers and tell them 

about words, punctuation, and spelling if writers have questions. And the 

text must be neither long nor complex. If the text is too long and complex, 

the activity will be as a waste time, boring and tedious instead of being 



  15 
 

motivating and exciting and it has to be worthwhile and relevant to the 

topic introduced in the same class. 

Safety is important so the teacher has to take care when applying the 

activity. He/she has to take a look at the class and see if it is a suitable 

place for running. If not, the teacher can do it in the yard of a school. Also, 

he/she has to see all the obstacles and sharp shelves that may hurt the 

runners. Besides, the teacher makes sure that students are familiar with the 

technique steps and care about everyone’s safety. 

2.1.3 Different reasons for using running dictation in the class 

There are different reasons for using this strategy inside the 

classroom; it provides a time test that can be proved. It doesn't need a lot of 

preparations if the activity is understandable and dictation can be applied 

with ease and quickly. Also the activity doesn’t require a lot of resources. 

Related to students, they need a sheet of paper, a pen, and sticky tape. It 

motivates them into developing other skills in the text and it allows the 

teacher to control the level of difficulty according to the students' needs and 

abilities. 

2.1.4 Advantages of using running dictation 

The researcher during the study found out that there are several good 

points about using running dictation: it helps students to get excited in 

which there are prizes for the winner group which leads to Achieving 

cooperative learning since it helps students to work as one team. Another 



  16 
 

point is that it develops listening, reading, writing, reading and 

remembering. Additionally, Be bright-eyed as students have to run quickly, 

move around, and learn in an engaged class.(Davies, 2014; Curriculum 

development institution, 2011; Subramanian, n.d.)  

2.1.5 Different ways to conduct running dictation technique 

Curriculum development institution (2011) suggested some ways 

that ensure conducting running dictation differently. The teacher can do it 

instead of the text on the wall. The runner runs while the teacher reads the 

text loudly, listens to him and memorize as much as possible. A picture can 

be put instead of the text. The runner runs to the picture and describes it to 

the writer. The writer then draws it or writes what the picture expressed. 

The teacher can stick truncated sentences on the wall instead of a whole text. 

The runners see the sentences and dictate it to the writers. After completing 

all the sentences, the whole group cooperates to organize a coherent text. 

To support the class, the teacher can read the whole text at first and stick 

some notes about the text. Students, in their turn, take a look/an idea about 

the topic, form sentences through the notes and finally share their work 

with others. 

2.1.6 Dictation 

As dictation is an important part of running dictation activity, the 

researcher introduces information about dictation; its concept, purposes, 

activities, advantages and disadvantages.(TEFL. Net) 

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2.1.6.1 Concept of dictation 

        Dictation is a process in which students study English language by 

being dictated a piece of writing to check listening and writing skills 

(Cambridge dictionary, n.d.). Dictation is transcribing what is read aloud 

accurately on a piece of paper. It was a common practice among the 

educators Ruth Beechik and Charlotte Mason in homeschools. Traditional 

workbooks were replaced for spelling, punctuation, and grammar 

instruction by dictation (Renee, n.d.). 

2.1.6.2 Advantages of dictation 

        Conducting dictation activities helps students to apply what they 

have learnt theoretically. They can translate the phonics skills of new 

words into spelling. Thus, dictation develops skills of both pronunciation 

and spelling. It also develops listening skills as it helps to discriminate 

between sounds, intonation, and stress. As there are different words with 

the same pronunciation, dictation provides students to use contexts and thus 

decide which word to spell according to the meaning of the context. It also 

supports the skill of note-taking especially if the teachers give their 

students a graphic organizer while listening. Since dictation makes students 

write what they are dictated, it provides them with a chance to use the new 

vocabulary and grammar knowledge in writing. Free self-learning in 

language learning can be promoted if students collect vocabulary related to 

the topic as much as possible from dictionaries, readers, and wall words. 

Besides, dictation may help the teachers to assess the students' progress. 



  18 
 

since dictation provides feedback, the teacher can check the students' 

problems and try to find solutions for them (Curriculum Development 

Institution, 2011). 

As Agulló (n.d.) stated that dictation keeps students concentrated 

since it is an intensive activity. The teacher can use it with the large class as 

it ensures having a controlled class. Dictation also enhances context use 

especially if the context is well chosen. Besides, It develops re-reading, 

writing, listening-writing transfer skill, writing and listening skills and 

spelling even it doesn’t enhance the independent writing skills such as 

generating ideas and thoughts and building sentences. 

2.1.6.3 Disadvantages of dictation 

Despite dictation has many advantages, Agulló (n.d.) mentions a few 

disadvantages of dictation. It may need a lot of time especially if the 

teacher corrects the text word by word. As an unrealistic activity, dictating 

students word by word may frustrate them and may not encouraged to 

listen to every word and the speed is at unnaturally slow.   

2.1.6.4 Activities of dictation 

Dictation activities help students to develop language skills. For 

example, phonic dictation helps students to improve their phonics skills, 

theme-based free dictation also helps them to develop skills of vocabulary 

building, picture dictation and "Bad Cold" dictation provide students with a 

chance to integrate grammar with vocabulary use, Music dictation, running 



  19 
 

dictation, dicto-comp/dictogloss and keywords dictation develop both 

writing skills and note-taking skills (Curriculum Development Institution, 

2011). The activities are introduced in the diagram. 

 
Figure (2.1): An Overview of Different Kinds of Dictation Curriculum 

Development Institute (2011). 

The researcher noticed that all the authors have an agreement about 

the definition and procedures of running dictation regardless of the small 

different details. The researcher urges teachers to use running dictation 

correctly to avoid any counterproductive. For example, the teacher must 

control the class to avoid translating the active class into a noisy one. 

Besides, the teacher should consider the students' level and needs when 

choosing the text, know when to use it, how to use it accurately, and be 

flexible with the problems happening during the activity. On the other 

hand, students should be also cooperative with their teacher and classmates 

and have the spirit of fair play. 

An Overview of Different Kinds of Dictation

listening to the words / passages 

read out by the teacher

Dicto-comp /
Dictogloss

Keywords Dictation

Phonics 
Dictation

spelling the
words in 

controlled 

dictation

self-

learning

enhancing
vocabulary

building skills

Music Dictation
Running Dictation

Picture Dictation
‘Bad Cold’ Dictation

Theme-based 
Free Dictation

focusing on 
letter-sound relationships

listening for key words / 
main ideas

developing 
note-taking 

& writing skills

developing grammar & 
vocabulary knowledge



  20 
 

2.2 Writing skills 

2.2.1 Definition of writing 

  Freeman (2005) states that writing is a process that consists of 

specific skills and techniques which enables a writer to have a clear and 

interesting product. Writing is a skill that produces communication in all 

life fields as parents write for their children, friends email each other, 

doctors write a prescription, and politicians write speeches so it is 

considered a daily activity. Caswell & Mahler (2004) say that writing is " a 

developmental process in which each learner can experience it at different 

levels".  

2.2.2 Definition of writing skills 

        King (2017) defines writing skills as an overall program used to 

teach grammar, composition, and transcription skills needed to produce 

effective writing. They can be used in grades (2-12) in varied settings. 

They are used in general classrooms, inclusion classrooms, and specialized 

settings. 

         According to (Aria, 2012), writing skills are those skills enabling a 

writer to convey an organized mental message and turning ideas into a 

complete piece of writing. Writing skills provide a writer with an 

opportunity to be creative, independent, and comprehensible. 

  

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2.2.3. Importance of writing skills                                                           

  Browne (1999) states that Writing is an important productive skill in 

which benefits people in all life walks. It gives people opportunity to 

contact with each other, send messages and feelings, entertain and 

persuades people, ensures the permanence recording of thoughts and ideas 

the time and distance, and forms a learning tool in which it helps students 

to learn and remember through recognizing, organizing, and recording  

ideas.  

       Writing skills are as important as writing process as they allow 

students to learn the basic skills (grammar, sentence structure, paragraph 

composition, mechanics, usage, and transcription). They help students of 

different levels of learning to be fluent and confident and provide them 

with strategies and opportunities to apply the skills (King, n.d.). 

2.2.4 Factors of good writing 

     Atlee (2005) shows in his stated in his study the writer should know 

why he writes. To receive the required response of readers, a writer needs 

to determine the purpose of writing whether he will persuade, entertain, 

reflect, or inform. As for accomplishing the purpose, a writer should 

consider the audience. Knowing the audience helps the writer to choose a 

suitable language and a writing style to make decisions about gender and 

chosen ideas. Caring about the topic makes the writing process important. 

Besides, a good writer provides the readers with a chance of exchanging 

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ideas and knowledge about the world. An important feature a good writer 

should be considered when writing is the attraction. A piece of writing 

should be attractive and full of strong language in which it motivates 

readers to turn the page and continue reading. 

         According to National Geographic Learning (n.d.), there are five 

elements of good writing. A writer should have a clear purpose and know 

the reason that he writes to address the topic. Considering the audience in 

the writer's mind as he writes is an important point as the audience is the 

readers. A good writer should know the audience before getting engaged in 

the writing process. Every piece of writing should be clear enough to 

enable readers to understand it easily. Clear language means sending the 

message directly and clearly. A writer has to use descriptive or precise 

words and clear pronoun references. Besides, good writing must have a 

unity at which all sentences has to be related to the thesis sentences. A 

writer must make sure that all sentences control the main idea and support 

the topic of writing. The last factor that ensures a good piece of writing is 

coherence. Considering coherence while writing paragraphs or essays 

ensure organizing all sentences logically and smoothly. A writer can use a 

logical order, a repetition of keywords and transitional words and phrases.   

2.2.5. Stages of the writing process                                               

Diane publishing company (1986) stated that writing process 

consists of five stages that a writer should follow to ensure producing a 

good piece of writing. 



  23 
 

The first stage of wiring is Pre-writing in which the writer storms his 

mind to collect ideas about the topic, determine the purpose and the 

audience, and find where he should focus. Then comes the second one 

which is composing in this stage a writer writes the ideas onto a paper and 

forms the first draft. The third stage is revising which includes rethinking, 

rereading and clarifying the draft by using the steps of the revision process.  

Of course editing comes next, a writer edits the punctuation, spelling, and 

the language used in the piece of writing. 

The last stage is publishing, it is when the writer publishes the final 

work with for the world / for the people / for the community. 

        As for Goddared & Hatcher (2005), writing process must pass with 

the following steps to be good writing; The first and one of the important 

steps in writing is to establish the purpose and identify the reader. Some 

writers think it is about choosing the topic and start writing immediately. A 

writer should think of what he wants his readers to pass through his writing 

and determine who will read the text. If a writer doesn't succeed in these 

two things, the text will not be good, so a writer should continue trying 

until he makes it understandable for readers. With the significance of the 

first step, writing can't be clear unless a writer organizes the text. Majority 

of problems appear when there is no organization and planning. It is not 

necessary to make long and complex writing to achieve this step. A writer 

can apply this step by two things; the first thing is making a list of all 

points needed for writing and putting these points in the suitable order and 



  24 
 

the second thing is ensuring that both needed information and resources are 

available if not a writer should make a plan to skip this gap. A writer 

should consider that there is matching between the structure of writing and 

the purpose. Writing the first draft is also an important step in writing. It is 

poorly understood since a writer may undervalue it or overvalue it.  

For those who undervalue it, they think it is just writing down 

thoughts that come to mind on the paper. As those who overvalue it, they 

say" it is mine, it is going to be good". This can't always be considered as a 

wrong attitude. A draft let a writer forms a skeleton as a final product 

without being worried about the little details. Writing the first draft doesn’t 

mean that a writer can finish it the first time. To make a sense of writing, a 

writer can write the draft as wanted then revise it and make the required 

adjustments. Thus, a writer should organize the points and start writing the 

first draft. A good start can be through a statement about the purpose of 

work then writing down thoughts about the first point.  

A writer can do the first draft through several sessions except for the 

short writings, if the writing is long, a writer can divide it into chapters or 

sections. A writer should not expect to have a good draft immediately. 

Writing will be good and clear if a writer first writes a draft without doing 

an early edition.. After preparing the draft, it is important to reread it, check 

the organization, and evaluate the writing structure. Here, a writer can 

make marks or circle about specific points. As for revising the draft, the 

authors' advice is to make only big changes and not to tinker the minor 



  25 
 

points for three reasons; first, throwing out sentences that a writer focuses 

on first is considered as a waste of time. Second, it is frustrating to face big 

problems after fiddling with the little details. Third, fooling around with 

details, removing a comma, and putting a word makes the draft as a writer's 

priority so he can be reluctant to make changes. Thus, the authors' advice to 

make the first big changes and let the minor details aside. A writer in 

revising step can remove the point written in the wrong place or not related 

to the topic and make marks around places where the important points have 

been omitted or places where a writer should expand the point. The 

penultimate step is editing. Editing concerns with the details like grammar, 

punctuation, word choice and spelling.   

As a writer works hard on finishing the sentences, editing becomes 

tedious and tiring. In this stage, a writer can take a risk of changing so a he 

should choose another person he trusts to comment on his writing. Asking 

others for criticism is quite tricky to ensure that the product is well done. A 

writer can make a deal with the judges that they are free to say any 

comment or suggestion and the writer can accept or ignore the adjustments 

with specific consideration and giving thanks to the judges. The final step 

is proofread. With all tiredness happened in writing, the work should be 

reread for the last time to check spelling, grammar, word choice and 

language and get rid of the typos. It is very essential to ask for help from 

others since a writer can't do this himself and correct his errors.  Having 



  26 
 

another pair of sharp eyes reading the work makes the work well. A writer 

should not depend on the spell checker as it let him down.  

2.2.6 Types of writing 

There are four types of writing (narrative writing, descriptive 

writing, expository writing, and persuasive writing). Narrative writing 

concerns with telling a real or imaginative story at which a writer recall, 

review, and recount past events and experiences. Narrative writing consists 

of a beginning, a middle and a conclusion. Dialogue is a suitable technique 

to narrate a story so that past simple is mostly used in this type. it refreshes 

old experiences, tells imaginative and creative stories for entertaining 

readers, makes profits by selling interesting stories and provides students 

with good marks by outstanding stories. Descriptive writing is a type of 

writing that makes a reader imagines the picture in his mind painted by five 

senses. Expository writing is a type of writing that informs readers with 

information and explains how a process occurs. it targets readers of 

newspapers or those caring about sports and education, democrats and 

republicans, and those caring about video games. Persuasive writing is that 

type at which the writer has a specific opinion and makes his/her effort to 

persuade and affect the reader. 

       Browne (1999) classifies types of writing as follows; expressive 

writing, transactional writing, and poetic writing. Expressive writing is 

quite personal since it records impressions and expresses ideas. A writer in 

this type of writing introduces his experiences with readers as writing a 



  27 
 

communicative skill. The teacher can ask his students to write about their 

favorite activities and TV programs and to talk about their holidays. The 

use of this type is limited outside the classroom while it is overused inside 

the classroom which makes a curriculum restricted and tedious. Unlike the 

first type, the transactional writing type is impersonal and non-fiction. It 

cares about writing facts, reports, and records. There are no personal sakes 

as a writer has to inform specific convey of information that includes 

diagrams, lists, and headings. To have a transactional writing, a writer has 

to take into consideration that the style, language, form, purpose, and 

audience are different from those involved in expressive and literary 

writing. As for poetic writing, it is about achieving entertainment through 

the use of vocabulary, form, structure as in poems, stories, songs, and 

plays. Developing poetic writing is firstly done through story in which a 

writer tells his experience in a story form. Thus, a writer has to write a 

beginning, an ending, a plot, a structure, characters, setting and a narrative 

voice.  

       According to Atlee (2005), writing has two types; expressive writing 

and informative writing. Expressive writing includes both narrative/ 

imaginative and descriptive/sensory writing. Narrative writing means 

telling a fiction or factual story while descriptive writing means expressing 

impressions and feeling by a visual image as poetry and in prose. 

Informative writing includes both informative/practical writing and 

analytical/persuasive writing. Informative writing introduces factual 



  28 
 

information accurately while persuasive writing explains, interprets, and 

persuades information.  

2.2.7 Aspects of Writing Skills 

Saputra (2014) points out that there are five main skills learners 

should know to master the ability of writing; organization, grammar, 

vocabulary, mechanics, and content. These skills ensure for writers 

conveying the intended meaning.  

1- Organization: 

It is the patterns that help writers to clarify the connection between 

details in paragraph, essay, …etc. and to make sense of his/her ideas. 

Through organizational patterns, readers can be able to understand 

and remember what he/she reads. These patterns are (chronological, 

classification, cause and effect, problem and solution, definition and 

example, spatial order, description, summary, generalization and 

example, the order of importance, list of items, comparison and 

contrast, and process) (Janovsky, 2018).  

2- Grammar: 

It is a set of language rules that are used in both spoken and written 

English. English language learners use spoken and written English 

much easier if they have a mastery of the grammatical rules. English 

language is more than understanding words and their meanings.  



  29 
 

As grammar is a technical vocabulary, it provides words with 

functions and meanings. Each word in a sentence has a specific part 

of speech due to the role it plays. A word can be noun, pronoun, 

adjective, verb, ...etc (Editors of Rea, 2011).  

3- Vocabulary: 

Vocabulary is an important basis of language skills; listening, 

speaking, reading and writing. We use it every single day to 

communicate, express ideas and thoughts either in spoken or written 

English language. It forms the sentences and translates the writers' 

ideas in a meaningful form. (Richards & Renandya, 2002). 

4-  Mechanics: 

- Punctuation:  It is a skill of using marks like a full stop, question 

mark, commas, capitalization, exclamation marks,..…etc. These 

marks help the reader to know the intended meaning through tone of 

voice, stress, pauses, syllables and gestures (Fairbairn and Winch, 

2011). It is a series of conventions or signs that make readers 

following the writers' train of thought easily. 

- Spelling: It is the art of forming words with letters ordered in the 

correct order (Meriam Webster, 2014). Poor spelling decrease the 

accuracy degree and creates poor communication. Therefore, 

spelling should be taken into consideration when doing a writing 

task.  



  30 
 

5-  Content: 

It is the information and details that are shown through writing text 

or speech. It is directed to the audience (Wikipedia, 2019). 

Culham (2018) mentions in his book seventh traits "skills" of writing 

and their qualities. Ideas, organization, voice, word choice, and sentence 

fluency are important in the revision stage while conventions and 

presentation are more important in the editing stage and creating the final 

draft. 

1- Ideas: 

It means the content of the writing piece: the main idea and the 

supporting details. 

- Finding a topic: The writer finds a clear and simple topic or the 

memorable line of the original story. 

- Focusing on the topic: The writer narrows the topic or the storyline 

until it becomes limited, clear, and manageable. 

- Developing the topic: The writer gives insight into the topic and 

enhances the main idea with clear evidence. The writer narrates the 

story in a new way that supports an unpredictable plot. 

- Using details: The writer enhances his writing with accurate and 

credible details and makes the readers imagine the situation from the 

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  31 
 

beginning to the end. The writer proves through those details are 

his/her understanding of the topic. 

2- Organization: 

It addresses the internal structure of the piece; logic and meaning 

patterns. 

- Creating the lead: The writer attracts the readers' attention from the 

beginning and pulls them into the topic. The writer gives something 

tantalizing and exciting about the coming details or events.  

- Using sequence words and transition words: The writer uses 

sequence words such as (first, second, then, and after that) and 

transition words such as (Besides, besides, luckily, and 

unfortunately). Those words give the text a reasonable sight and let 

the readers followed with the idea of the topic and its diverge. 

- Structuring the body: The writer organizes the text in which the 

readers understand the piece a logically. The writer slows down and 

speeds up according to the significance level of details. 

- Ending with a sense of resolution: The writer ends his writing with 

a logic and thoughtful ending. He / She makes a sense of ending the 

piece and answers all the questions might be asked by the readers. 

 

 



  32 
 

3- Voice: 

The writer's tone in the piece and the personal impress produced 

through his/her understanding of purpose and audience. 

- Establishing a tone: The writer expresses his/her thoughts and 

opinions since writing is compelling and expressive. Thus, the writer 

should be persuasive and with integrity as the readers feel the writer's 

tone. 

- Conveying the purpose: The writer should have a specific aim for 

writing whether for informative, persuasive, expository, or narrative 

reason. He/ She must motivate the readers to continue reading.   

- Creating a connection to the audience: The writer should use a 

way that makes the readers continue reading. He / She must expect 

what the readers wanted and say it through expressing his/her 

opinions and feelings. 

- Taking risks to create voice: The writer ventures to present the 

details in a non- traditional way. The writer puts his/her print as 

he/she uses distinctive words and phrases. 

4-  Word choice: 

The writer chooses specific words to express the meaning of the 

writing.  



  33 
 

- Applying strong verbs: The writer uses action and vital words to 

produce a lively and vital piece of writing.  

- Selecting striking words and phrases: The writer uses sharp words 

and phrases. The writer may add the beauty of the text by using 

literary techniques such as metaphor, simile, and alliteration.  

- Utilizing language effectively: The successful writer knows how to 

choose words that support the meaning of the content. 

5-  Sentence fluency:  

It is an auditory feature that can be read by ear as same as the eye. 

The writer has to present words and phrases in a flowing way. 

- Capturing a smooth and rhythmic flow: The writer considers the 

sound of the piece of writing as he/she chooses words that make a 

sense of easy and musical rhythm when they are read loudly. 

- Crafting well-built sentences: Constructing words impressively and 

effectively. The transition words, however, but, so, etc…. can be 

used to join sentences creatively. 

- Varying sentences patterns: Using different patterns of sentences 

such as simple sentence/ compound sentence, long /short sentences, 

and complex sentences to enhances the piece topic. 



  34 
 

- Breaking the "rules" to create fluency: The writer can use slang 

language deliberately to make a sense of conversational tone or to 

make a dialogue sound more authentic. Using wordslike "Bam"at the 

beginning of a textto emphasize action.  

6-  Conventions: 

It addresses the mechanics of piece (spelling, grammar, 

capitalization, punctuation, usage, and paraphrasing).a good piece of 

writing should have correct mechanics.  

- Checking to spell: The writer checks his /her spelling ability since 

many words have the same pronunciation with different spelling and 

meanings. In this case, the writer spells the word that conveys the 

needed meaning.  

- Punctuating and paraphrasing effectively: The writer must know 

the punctuation skills and how to use period, commas, exclamation 

mark, etc… Using correct punctuation makes the writing more 

understandable. The writer must decide where to paraphrase. 

- Capitalizing correctly: Capital letters should be used accurately and 

correctly. Proper nouns, abbreviations and titles are examples of 

capitalized words. 

- Applying grammar and usage: Applying the grammatical rules 

correctly makes the readers understand what a messagethe writer 



  35 
 

needs to send. Some writers can break the rules of grammar for 

stylistic reasons but others don’t do this 

7-  Presentation: 

This concept addresses how writing can be presented physically. A 

welcome mat can be presented to get readers enjoyed it.  

- Applying handwriting skills: Handwriting should be and legible 

and clear. Letters should be symmetrical throughout the text either 

writing is printed or cursive. Space between words should also be 

consistent. 

- Using the word process: Using font style and size should be in line 

with the writing’s purpose. Using Colors can also be supported. 

- Utilizing white space: Sized Margins should be framed. The sheet 

of the writing has to be free of spots and cross-outs.  

- Incorporating text features: Titles, headings, bullets, and page 

numbers are placed on the page and aligned with the text.  

          After addressing some literature about the writing process and 

writing skills, the researcher sees that every author has his/her way in 

classification so that aspects of writing skill vary from an author to another. 

The researcher also emphasizes on the necessity of teaching writing skills 

effectively. Besides, a teacher should consider the students' level and needs, 

kind of writing, and components of writing skill when asking them to write. 



  36 
 

Moreover, students must be aware of the stages of writing skill which are 

(pre-writing, writing, drafting, editing, and publishing). The teacher can 

enhance the students' self-confidence so they can write effectively with 

practice and put in consideration the writing skills as a skill, not a talent.  

Review of previous studies: 

2.3 Previous studies related to running dictation 

A study by Aisyah & Hidayani (2018) investigated the impact of 

using running dictation towards developing speaking skill (what is the 

relation between them??) among IX-B class students. The study is a 

classroom action research. A total of (40) students from IX-B class were 

the participants of the study in addition to the assisted teacher who taught 

IX-B class. The researchers used observation notes, interview, and test as 

the study instruments. There was quantitative analysis to analyze the test 

with formulas and qualitative analysis to analyze observation notes and 

interview. The test findings revealed that there is an increase in students’ 

participation during lessons, students’ spelling ability, and students’ ability 

to make grammatical change in sentence. 

Gustiani & Yulia (2018) study examined the impact of running 

dictation strategy and learning motivation on improving students' ability to 

listening comprehension. The methodology of this research is the 

experimental approach with two factorial designs. The researchers chose a 

random sample consisting of forty-four students of English education study 



  37 
 

program from the second, fourth, and sixth semesters. Based on the result 

of the questionnaire given to the study population, the sample was equally 

divided into two groups; experimental and control. The researchers used a 

pre-test and post-test of listening comprehension to collect data. Based on 

the results of paired sample t-test, there is a significant difference between 

the pre-test' scores and the post-test' scores of the experimental group in 

favor of the post-test. Based on the results of independent sample t-test, 

there is a significant difference in the mean scores of the experimental 

group and those of the control group on the post-test in favor of the 

experimental group. Therefore, running dictation was effective to be used 

as an educational technique to improve listening comprehension ability. 

         As for Mentari (2018) study, the objective was describing the way 

running dictation is used to improve writing a descriptive text. According 

to the purpose of this research, the researcher used classroom action 

research.  The sample of this study is a class of 40 eighth-graders at MTs 

Amin Darussalam academic year 2017/2018. The researcher chose this 

class after a discussion with the teacher and because the writing descriptive 

text level of this class was not too good. The researcher used both 

quantitative data and qualitative data. The quantitative data was a pre and 

post-test while the qualitative data were observation and interview. The 

findings of this study showed improvement towards students' writing 

descriptive text and thus using running dictation was effective as well as 

enjoying, full of energy and comfortable.  



  38 
 

Nurdianingsih & Rahmawati (2018) wanted to know if using running 

dictation technique will be effective in the process of teaching writing or 

not. The researcher adopted experimental research. Two classes were 

chosen out four. The researcher used a pre and post-application of an essay 

test and a rating scale to collect data and applied it to both the control and 

experimental group. The researcher used T. Test formula to analyze data. 

After data analysis, the results of this study indicated that running dictation 

has a positive effect on writing skill since it improved students' writing 

skill, memorization, creativity, and cooperative communication.  

Zahro (2018) investigated the effect of using running dictation to 

improve students' listening ability. The researcher followed the quasi-

experimental design with two experimental and control groups. A total of 

79 students were purposively selected from the eighth grade of MTs Negeri 

4 Tulungagung to represent the sample of this study. The experimental 

group consisted of 39 students while the control group consisted of 40 

students. The pre-test and post-test instruments were given to the student 

before and after the treatment to collect data. After conducting the two test, 

the researcher analyzed the data using SPSS. Based on the data analysis, 

the results of this study found that there is a significant difference in the 

post test means scores of the experimental group and those of the control 

group in favor of the experimental group. Thus, the use of running dictation 

to improve the students' listening ability was effective.  



  39 
 

Mutmannah (2017) aimed to teach narrative writing skill for 

eleventh graders through running dictation. The researcher used a pre-

experimental design with one group pre-test and post-test. A purposive 

sample of (24) students was selected out of 233 students at the eleventh 

grade of SMA N 1 Punggur in academic year 2016/2017 to represent the 

sample of the study. Pre-test, post-test and documentation were used as the 

study instruments of obtaining data. The data were analyzed using a paired 

sample t-test. The results of the analysis revealed that there is a positive 

influence on students' narrative writing text skill due to using running 

dictation.  

         In his study, Nuralisah (2017) investigated the effectiveness of 

implanting running dictation on improving descriptive text writing. The 

research adopted the quasi-experimental design. The sample was randomly 

selected out of a population of eighth-graders during the first semester at 

SMP Negeri 1 West Kota Agung.  A pre-test and post-test were conducted 

as the study instruments before and after the treatment. Based on the data 

analysis done by using SPSS, the results of this study showed that running 

dictation has a significant influence on improving students' text writing 

skill. 

Riyanti (2017) study aimed to find out how running dictation and 

rapid writing strategies are implemented and to what extent the effect of 

using running dictation and rapid writing strategies on improving students' 

writing skills is significant. Classroom action research was adopted to carry 



  40 
 

out this study. A total of 28 students of VIII class were selected to represent 

the sample of the study. The three methods (test, observation, and 

documentation) were used to collect data. The researcher analyzed the data 

by using the descriptive technique and statistical technique (SPSS). Thus, 

the study findings found that running dictation and rapid writing strategies 

improved the learners' achievement of writing ability. Besides, learners' 

self-confidence was highly promoted as running dictation and rapid writing 

strategies are active and creative. 

Zakiyah and Husniah (2017) study investigated the impact of 

running dictation on teaching students' spelling in writing short functional 

text. The researchers applied an experimental study with a quasi-

experimental design. A total of 44 seventh grade students were purposively 

selected from SMP Islamic Qon. The sample was equally divided into two 

groups; 22 students in class VII-B represents the experimental group and 

22 students in class VII-C represents the control group. A pre-test and post-

test were used to get data. The findings of the study found that running 

dictation has a positive effect on developing learner’ spelling in writing 

short texts as a learner could write correct text, convey the intended 

meaning by perfect spelling, and be responsible during the teamwork and 

creativity. 

        In her study, Aini (2015) aimed to know the students' responses 

towards the writing of the descriptive text using running dictation and to 

find out the impact of using running dictation towards writing of 



  41 
 

descriptive text. The researcher used classroom action research to carry out 

this study. The researcher made a discussion with the English teacher of 

tenth grade and based on that X Social 1 class was purposively chosen out 

of tenth grade in SMAN 1 Bawang classes. Teacher's interview sheet 1, 

observation sheet, the rubric of assessment, a pre-assessment test, lesson 

plan, post-cycle test, questionnaire, and teacher's interview sheet2 were 

used as the study instruments. After conducting data analysis, the findings 

of this study revealed that running dictation improved the learners' writing 

achievement. It gave learners wider ideas for writing text, promoted 

interaction and cooperation and created an interesting atmosphere. 

Asmoro, Hasan and Kadaryanto (2013) study aimed to know if 

students' listening achievement will be improved by using running 

dictation. The researchers applied experimental design; one group-pre-test 

and post-test design. IX IPS 3 class was randomly chosen from seven 

classes of the second grade of SMAN 1 Ambarawa. The experimental 

classincluded 35-37 students. The researchers used a pre-test and post-test 

to gain data. Based on data analysis, there was an increase in learners' 

listening achievement due to the use of running dictation. Through the 

observation analysis, the researcher revealed also that running dictation has 

a high contribution of learning listening since it made learners active and 

aware of correct sentences and motivated them to learn. 

 

 



  42 
 

2.4 Previous studies related to writing skills 

Elshaer (2018) study aimed to check the effectiveness of using 

paragraph hamburger strategy towards improving writing skills and 

attitudes on the 12
th
 graders. The researcher followed the experimental 

approach. A group of (52) female students of twelfth grade were randomly 

chosen to represent the study sample. The sample was equally assigned into 

two groups; an experimental group (26) which was taught writing using 

paragraph hamburger strategy and a control group (26) which was taught 

writing using the conventional method. Two instruments were used to 

collect the data; a creative writing test and an attitude scale.  The researcher 

used SPSS to analyze the collected data. The results of the study revealed 

that there are significant differences in the mean score of the experimental 

group and those of the control group on the writing post-test and the post-

application of the scale in favor of the experimental group. Thus, the 

researcher proved the positive effect of using paragraph hamburger 

strategy. 

Florence & Sherine (2017) in their study examined whether the big 

writing approach affects the writing skills or not at the tertiary level. This 

study followed the experimental design of one experimental group. A 

sample of seventy students in the first year of Hindustan Institute of 

Technology and Science. Three out of the seventy were absent in the pre-

application of test and five were absent in the post-application of the test. 

Thus, sixty-five students were representative of the sample. The females 



  43 
 

are 11 students and the males are 54 students. The researcher used a pre-

test before the intervention and a post-test after the intervention to collect 

the data. Paired sample t-test was used to analyze the collected data. The 

findings of the statistical analysis indicated that the mean scores of the 

post-test were higher than those of the pre-test. Thus, the big writing 

approach is an effective strategy to develop writing abilities. 

         Robinson & Feng (2016) study investigated the impact of direct 

grammar instruction on the students' writing skills. A total of (18) fifth 

grade students and (2) teachers of the fifth grade from a public elementary 

school were the participant of this study. From the (18) fifth graders, (8) 

were females and (10) were males. The researcher used a pre and post 

assessments to gain data. According to the data analysis, the researcher 

emphasized the significance of direct grammar instruction as an effective 

tool to develop writing skills among students. 

Khalifa (2016) study about the effect of Think Pair –Share strategy 

on improving eleventh graders' writing skills (the ability to write a topic 

sentence, supporting sentences, a concluding sentence and punctuation 

marks). The study followed the quasi-experimental design. The researchers 

chose (86) students from Al-Qadesia Secondary Girls' school purposively. 

The sample was divided into two groups; the experimental group which 

received teaching by Think Pair –Share strategy and the control group 

which received teaching by the traditional method. An achievement test is 

the study instrument. The findings of the results showed that there are 



  44 
 

significant differences in the mean scores of post-writing test between the 

experimental group and the control group in favor of the experimental 

group.  

Uçar & Yazıcı (2016) conducted a study to find out the effectiveness 

of portfolio on developing writing skills. The researcher used the 

experimental design of the two groups. The sample of the study consisted 

of (52) Turkish undergraduate learners and it was divided into two groups; 

the experimental group (26) and the control group (26).  The instrument of 

the study used to gain data is pre-post-test and a questionnaire. The pre-test 

was conducted before the treatment, the post-test was conducted after the 

treatment, and the questionnaire was given after the treatment. The 

statistical analysis (paired sample t-test and independent sample t-test and 

the descriptive statistic) were used to analyze data. Based on the data 

analysis, both experimental and control groups have progressed but the 

increase occurred in the experimental group was higher than that of the 

control group. As for the questionnaire's result, the students' attitudes 

towards using portfolio were positive. 

El-Qassas (2015) conducted a study to find out the effect of using 

critical reading story towards developing some creative writing skills. A 

quasi-experimental design was used to achieve the aim of the study. The 

researcher chose purposively (39) tenth graders from Ibn Khaldon 

secondary school. A creative writing test was designed to collect data 

before the treatment and after the treatment. The statistical analysis used to 



  45 
 

analyze study is paired sample t-test. The study findings showed that there 

are significant differences in the mean scores between the pre-test and post-

test due to introducing the idea, developing the idea, transition to another 

idea, concluding an idea, and achieving cohesion. Therefore, the critical 

reading story has a positive impact on creative writing skills. 

El-Salahat (2014) study investigated the effect of using interactive 

writing strategy on Developing the seventh graders' writing skills and their 

attitudes towards writing. The research methodology followed the 

experimental approach as a purposive sample of (76) seventh graders from 

Ian Goliath (B) school. The treatment was applied to two groups; the 

experimental group that was taught writing using interactive writing 

strategy while the control group was taught writing using the traditional 

method. The researcher used an achievement test that was conducted before 

and after the treatment and a questionnaire that was conducted to check the 

students' attitudes. The collected data were analyzed using statistical 

analysis (SPSS). The study results indicated that there are differences 

between the post-test mean scores of the experimental group and those of 

the control group in favor of the experimental group. There are also 

differences between the high achiever in the experimental group and their 

counterparts in the control group. There are also differences between the 

low achievers in the experimental group and their counterparts in the 

control group in favor of those in the experimental group. Besides, there 

are differences between the pre-test and post-test of the experimental group 



  46 
 

in favor of the post-test due to using the interactive writing strategy. As for 

the attitudes of the questionnaire, students' attitudes towards the interactive 

writing strategy were positive as an interactive writing strategy creates an 

interactive, collaborative classroom. Therefore, this study indicated that the 

interactive writing strategy is useful and effective. 

Yulianti (2014) study investigated the effect of writing diaries to 

develop the tenth graders' writing skills in SMA N 1 Ngemplak. This 

research is an action study. Total of (31) students were randomly chosen to 

represent the subject of the study. Three instruments were used in this study 

to gain data as following: interview guidance, observation sheet, and test. 

The interview and observation are the qualitative data whereas the test is 

the quantitative data. The test is applied before the implementation and 

after the implementation. The results of the study revealed an improvement 

in the five aspects of writing skills (content, organization, vocabulary, 

language use, and mechanics) and thus diary writing improved the tenth 

graders' writing skills in SMA N 1 Ngemplak.  

Javed, Juan, Nazli (2013) studyaimed to evaluate and assess the 

competency of writing skills (word completion, comprehension, sentence 

making/syntax, handwriting and tenses/ grammar) among students at the 

secondary level and to compare between the students' proficiency of 

writing skills according to the gender, location, and public/ private sector. 

Total of (440) male and female students in the tenth grade were randomly 

chosen out of 1375 students studying at tenth grade in Bahawalnagar 



  47 
 

district. The researcher designed an achievement test considering the 

different writing skills (word completion, comprehension, sentence 

making/syntax, handwriting and tenses/ grammar) to collect data.  The 

study findings showed that comprehension achieved better performance 

compared with the other skills (word completion, sentence making/syntax, 

tenses/grammar and handwriting). There are no significant differences 

between the males' performance and the females' performance and the 

students studied in private and public schools. Unlike gender and density, 

there are significant differences between urban students' performance and 

the rural students' performance.  

Isleem (2012) conducted a study to find out whether using a 

suggested Program Based on Individualized Activities will improve the 

writing skills among the Palestinian sixth graders.  The study approach is 

experimental as there are equal two groups; experimental and control. The 

sample of the study included (66) six grade students who were randomly 

chosen from Nusirat Preparatory School (A) for Girls in the Middle 

UNRWA Schools. An achievement writing pre-test and post-test were used 

to get the needed data. Based on the statistical analysis, the study findings 

showed that students in the experimental group achieved positive progress 

due to using the suggested program. Unlike the experimental group, the 

control group didn’t achieve any progress as the results showed. 

 

 



  48 
 

2.5. Commentary on previous studies related to running dictation 

1. All the previous studies addressed running dictation as an 

independent variable but Gustiani & Yulia (2018) and Riyanti (2017) 

addressed another independent variable in addition to running 

dictation. The following studies Mentari (2018), Nurdianingsih & 

Rahmawati (2018), Mutmannah (2017), Nuralisah (2017), Riyanti 

(2017), Aini (2015) addressed writing skill as dependent variable 

while Gustiani & Yulia (2018), Zahro (2018), Asmoro, Hasan and 

Kadaryanto (2013) addressed listening ability. As for Zakiyah and 

Husniah (2017), the researcher addressed teaching spelling, and 

Aisyah & Hidyani (2018), the researcher addressed the speaking 

skills. 

2. All the previous studies adopted the experimental approach except 

Mentari (2018), Riyanti (2017) & Aini (2015) that adopted a 

classroom action research. The experimental approach can be applied 

as experimental design or quasi-experimental design. As forGustiani 

& Yulia (2018), Nurdianingsih & Rahmawati (2018), Asmoro, 

Hasan and Kadaryanto (2013), they applied the experimental design 

while Zahro (2018), Nuralisah (2017), Zakiyah and Husniah (2017), 

Mutmannah (2017) applied the quasi-experimental design. 

According to Aisyah & Hidyani (2018), they used a classroom action 

research. 



  49 
 

3. Running dictation was used at a different level as the previous 

studies applied the treatments on second, seventh, eighth, and tenth 

grades as well as students at the second, fourth, and sixth semesters 

of the English department.  

4. All the previous studies used pre-test and post-test as a study tool. 

Some studies used other tools rather than the pre-test and post-test 

such as Mentari (2018), who used observation and interview, and 

Aisyah & Hidyani (2018) who used a test, observation notes and 

interviews Nurdianingsih & Rahmawati (2018) who used a rating 

scale,  Riyanti (2017)  who used observation, and documentation, 

Mutmannah (2017) who used a pre-posttest and documentation and 

Aini (2015)  used teacher's interview sheet 1, observation sheet, 

rubric of assessment, lesson plan, questionnaire, and teacher's 

interview sheet2.  

5. All the previous studies emphasized on the positive effect of running 

dictation since the experimental groups outperformed the control 

ones and the score of post-test was higher than the pre-test. 

Therefore, all the previous recommended using running dictation as 

an educational technique. 

 According to the researcher experience and observation, she 

found that this method affects student’s emotion, feelings and 

motivations in good way especially weak and shy students. It 

gave them the chance to feel equal with others and have the 

chance to participate. 



  50 
 

2.6. Commentary on previous studies related to writing skills 

As shown before, all the studies adopted writing skills as the 

dependent variable and addressed different modern strategies and 

techniques as independent variables. 

All the researchers, who are El-Shaer (2018), Florence & Sherine 

(2017), Robinson & Feng (2016), Uçar & Yazıcı (2016) Javed, Juan, Nazli 

(2013) Isleem (2012) used the experimental design while Aliyev & 

Ismayilova (2017), Khalifa (2016), El-Qassas (2015), El-Salahat (2014) 

used the quasi-experimental design. As for Aliyev & Ismayilova (2017) 

and Yulianti (2014), their studies was classroom action research. The 

sample size of thir studies ranged from18-82 participants which was 

suitable. Also most of the previous studies targeted high different levels 

(tenth, eleventh, twelfth grades and undergraduate learners, first year of 

Institute of Technology and science) such as in El-shaer (2018), Aliyev & 

Ismayilova (2017), Florence & Sherine (2017), Uçar & Yazıcı (2016), 

Khalifa (2016), El-Qassas (2015) Yulianti (2014), Javed, Juan, Nazli 

(2013) while Robinson & Feng (2016), El-Salahat (2014), Isleem (2012) 

targeted low levels (fifth, sixth, and seventh grade).  

On the other hand , there were  studies  which used only pre-test and 

post-test  and they were Florence & Sherine (2017), Robinson & Feng 

(2016), Khalifa (2016), El-Qassas (2015), El-Salahat (2014), Javed, Juan, 

Nazli (2013), Isleem (2012) while El-shaer (2018) used creative writing 

test and an attitude scale, Uçar & Yazıcı (2016) used pre-posttest and a 



  51 
 

questionnaire, and Yulianti (2014) used interview guidance,  observation 

sheet, and  test. As Aliyev & Ismayilova (2017), the two researchers used 

one tool which is a questionnaire.  

All the writing skills in previous studies have been developed by 

using different techniques and strategies. 

Based on the commentary, it is generated that 

Based on the objective of the study, the current study is in line with 

Mentari (2018), Nurdianingsih & Rahmawati (2018), Mutmannah (2017), 

Nuralisah (2017), Riyanti (2017), Aini (2015) since all of these studies 

investigated the effect of running dictation on improving writing skill. 

         With regard to the approach used in the study, the current study is in 

line with Gustiani & Yulia (2018), Nurdianingsih & Rahmawati (2018), 

Asmoro, Hasan and Kadaryanto (2013) El-Shaer (2018), Florence & 

Sherine (2017), Robinson & Feng (2016), Uçar & Yazıcı (2016), Javed, 

Juan, Nazli (2013) and Isleem (2012) since they applied an experimental 

design. 

         According to the sample level, the current study is in line with Aini 

(2015), El-Qassas (2015), Yulianti (2014) and Javed, Juan, Nazli (2013) 

since they all targeted the tenth grade. 

          According to the instruments of the study, the current study is in line 

with Zahro (2018), Nuralisah (2017), Zakiyah and Husniah (2017), 



  52 
 

Florence & Sherine (2017), Nuralisah (2017), Robinson & Feng (2016), 

Khalifa (2016), El-Qassas (2015), El-Salahat (2014), Javed, Juan, Nazli 

(2013) and Isleem (2012) since that all used only a pre-test and post-test to 

gain data. The other studies used pre-test and post-test in addition to 

interviews, questionnaire, observation, documentation, and scale. 

          Based on the results of the study, all the previous studies either 

related to running dictation or writing skills are in line with the current 

study since they all emphasized the effectiveness of using strategies on 

developing language skills.  

2.7. Summary 

       The researcher reviewed some literature about running dictation; 

definition of running dictation, the steps of running dictation, the 

adaptations should be considered during its application, reasons for using 

running dictation, and advantages of using this technique. Besides, the 

researcher clarifies the definition of writing and writing skills, the 

importance of writing skills, types of the writing process, stages of the 

writing process, good aspects of writing, and components of writing skills. 

This chapter also includes also previous studies related to both running 

dictation and writing skills. The researcher urges to comment on specific 

points and analyze the previous studies compared with the current study. 

 

  



  53 
 

 

Chapter Three 

Methodology and Procedures 

3.1  Introduction 

3.2  Approach of the study 

3.3  Population and sample of the study 

3.4  The instructional material 

3.5  Instruments of the study 

3.5  Reliability of the test: the researcher found the reliability 

efficient through 

3.6  Procedures of the Study 

3.7  Statistical analysis 

3.8  Summary 

 

  



  54 
 

Chapter Three 

Methodology and Procedures 

3.1 Introduction 

   This chapter introduces the procedures and steps the researcher 

followed to achieve the objectives of the study. The chapter includes items 

such as: approach of the study, population and sample of the study, 

variables and tools of the study, their validity and reliability and the 

statistical methods used to analyze the data. 

3.2 Approach of the study 

  To achieve the aims of the study, the researcher used the quasi-

experimental research design since it is suitable for the nature of the study 

which aimed to test and find its impact on tenth graders at Nablus private 

schools. 

3.3 Population and sample of the study 

The population of the study includes (484) tenth graders at Nablus 

private schools according to the annual educational statistical book 

2019/2020 produced by the Ministry of Education. The sample of the study 

includes (44) tenth graders from a private school.  The researcher selected 

the study sample since the Nablus private schools where the experiment 

was applied are close to the work place of the researcher. 

Table (5.5) shows the study sample: 



  55 
 

Table (3.1): Study sample of Nablus private schools 

Group No. of students 

Experimental 22 

Control 22 

Total 44 

Table (5.5) shows that the study sample consists of (44) males and 

female students. The experimental group consists of (11) male and (11) 

female students while the control group consists of (11) male and (11) 

female students. 

3.4 The instructional material 

The instructional materials which were taught for tenth graders are 

writing lessons from the English World book, the first semester of the 

(scholastic) year 2019/2020.  

3.5 Instruments of the study 

The researcher conducted a writing skills achievement test of the 

English language writing lessons for tenth graders. This test includes 4 

questions, each one measures one writing skill as shown in Appendix (4) 

page 92.  

The researcher designed the test based on specific steps to apply the 

instrument of this study, the first step was setting the objective of the test, 

which aimed to determine the tenth graders' writing skills achievement 

degree of the English language before checking out the courses of the 

English language and after the test, and also compare between the 

outcomes of them. The second step was Determining the test dimensions, 



  56 
 

here the researcher analyzed the writing lessons in the first semester of the 

English language book for tenth graders to figure out the included skills 

namely Vocabulary, Organization, Grammar, Amount of Communication 

(how students interact during the activity and what words they can use like 

please, thank you , hurry up and etc.).  

Then came the third one that was Formulating the test items; the 

primary version of the achievement test includes (4) questions distributed 

into four skills. Students have to answer each question as required. The test 

includes questions measuring the determined four skills.  After that 

Correcting the test, the researcher assigned one mark for every true answer 

and zero for every wrong answer. 

The researcher then used the pilot experimentation: After preparing 

the primary version of the test, it was applied to a pilot sample consisted of 

(25) students excluded from the study sample. (This is a regular procedure 

to check the test). 

Finally came Validity of the test: The researcher verified the test 

validity through: 

 The content validity: The researcher gave the primary version of the 

achievement test to jury of six specialized English teachers and 

supervisors of the secondary stage. They gave their opinion about the 

test suitability for the tenth graders, the questions coverage for the 

content of the lessons, and the test questions formulation. The 



  57 
 

referees suggested deleting some questions and reformulating some 

of them. The researcher modified the test according to the referees' 

opinions. 

 Construct Validity: The correlation coefficient was measured 

between the degree of each domain of the test and the total mark of 

the test. 

Table (3.2): The correlation coefficient between the degree of each 

domain of the test and the total mark of the test 

Domain Correlation coefficient p-value 

Vocabulary 0.821 0.000* 

Organization 0.769 0.000* 

Grammar 0.392 0.053** 

Amount of 

Communication 
0.802 0.000* 

* Domain is statistically significant at (0.05) 

* *Domain is statistically significant at (0.1) 

It is clear from the table (5.5) that all the correlation coefficients of 

domains are statistically significant. Thus, the researcher accepted this 

result. 

 Internal Consistency Validity: The correlation coefficient was 

measured between the degree of each item and the total mark of the 

domain. 

  



  58 
 

Table (3.3): The correlation coefficient between the degree of each item 

and the total mark of the domain 

Domain Item Correlation coefficient p-value 

Vocabulary 

1 0.410 0.042* 

2 0.722 0.000* 

3 0.712 0.000* 

4 0.629 0.001* 

Organization 1 0.724 0.000* 

2 0.746 0.000* 

3 0.694 0.000* 

Grammar 1 0.707 0.000* 

2 0.707 0.000* 

Amount of 

Communication 

1 0.609 0.001* 

2 0.707 0.000* 

3 0.667 0.000* 
* Item is statistically significant at (0.05) 

It is clear from the table (5.5) that all the correlation coefficients of 

the test items of their domains are statistically significant at (0.05). 

3.6 Reliability of the test: the researcher found the reliability 

coefficient through 

Split-Half: 

Pearson correlation coefficient was calculated between the test two 

halves, then the correlation coefficient was calculated using Spearman-

Brown. Table (5.3) shows the results of test reliability: 

Table (3.4): Reliability coefficient through split-half 

Instrument 
No. of test 

items 

Correlation between 

the test two halves 

Reliability 

coefficient 

Test 4 0.573 0.729 



  59 
 

Table (5.3) shows that the reliability of the test equals 0.729 which it 

is high and it is considered an excellent value before applying the test. 

 Cronbach’s alpha: 

The test reliability coefficient was calculated using Cronbach’s 

alpha, table (5.1) shows the results of test reliability: 

Table (3.5): Reliability coefficient through Cronbach’s alpha 

Instrument No. of test items Reliability coefficient 

Test 4 0.680 

It is clear from the table (5.1) that reliability coefficient reached 

(0.680) which is considered a good value before applying the test. 

 Determining the test time: 

The time of the English achievement test was calculated through the 

arithmetic average for the time of all answers of the pilot sample consisting 

of (25) students. The average time reached (35) minutes with an extra (5) 

minutes to read instructions. Thus, the total time of the test reached (40) 

minutes. 

 The final version of the test: 

After verifying the psychometric characteristics of the test (which are 

characteristics of tests and other measures of human characteristics that 

identify and describe attributes of an instrument, such as its reliability or 

appropriateness for use in a particular circumstance), the final version 



  60 
 

consists of (4) questions. Table (5.3) shows the final version of the test 

according to the skills and the specified mark for it. 

Table (3.6): The final version of the English achievement test 

Domain No. of questions Total mark 

Vocabulary 1 4 

Organization 1 6 

Grammar 1 4 

Amount of 

Communication 
1 6 

Total 4 20 

The final version of the test consists of (4) questions distributed into 

(4) main skills. Students get a mark ranging (0-12). 

3.7 Procedures of the Study 

The researcher followed the following steps: 

1. Reviewing the educational literature of previous studies which 

addressed employing new methods in particular and the educational 

studies which addressed teaching English language for the primary 

stage. 

2. Selecting the instructional material which is writing lessons from the 

first semester of the “English World” book for the tenth graders. 

These established lessons are taught for students in the first term of 

the academic year 2019/2020.  

3. Analyzing the writing lessons content to determine the included 

skills and get a benefit when designing English writing skills 

achievement test.  



  61 
 

4. Designing a writing skills achievement test and presenting it to a 

variety of referees to test validity and reliability.  

5. Getting the supervisor and university agreement to apply the study.  

6. Getting task facilitation document directed from the university to the 

Ministry of Education in Nablus district which attached in the 

appendix (1). 

7. Getting task facilitation document directed from the Ministry of 

Education in Nablus district to the schools where the study has been 

applied which attached in the appendix (2). 

8. Applying the writing skills achievement test on a pilot sample 

consisted of (25) students excluded from the study sample to verify 

the items correctness, clarity, validity, and reliability. A proof paper 

is attached in appendix (3) and the achievement test is attached in 

appendix (4). 

9. Meeting with the teachers selected to apply the study and discussing 

the teaching steps according to the steps should be followed during a 

teaching in addition to visits and attending the classrooms.  

10. Applying the writing skills achievement pre-test on the study groups.  

11.  Teaching the experimental and control groups.  

12. Conducting the writing skills post-test on the study groups.  



  62 
 

13. Correcting the test and grading.  

14.  Conducting suitable statistical treatment to find the results.  

15.   Interpreting the results, discussing it, setting the suggestions and 

recommendations in light of the results.  

16.  Discussing and evaluating this thesis is approved by Committee 

Members whose names are shown in the appendix (5) 

3.8 Statistical analysis 

The researcher corrected the English writing skills achievement test 

and assigned grades for the study group. Since the current study is one of 

the experimental studies comparing between two groups, the researcher 

used the following statistical methods through the program (SPSS):  

-  Pearson correlation coefficient to calculate the construct validity and 

the internal consistency validity of the test.  

-  Split half and Cronbach’s alpha coefficient to calculate the reliability 

test.  

-  Arithmetic means and standard deviation of the study groups' marks.  

-  Independent Sample T-Test to calculate the differences between the 

means of the experimental group and those of the control groups on 

the English posttest.  



  63 
 

-  Paired Sample T-Test to calculate the differences between the pretest 

and posttest means of the experimental group.  

-  Eta square to calculate the effect size on improving tenth-graders' 

achievement.  

3.9 Summary 

In this chapter, the researcher introduced the population of the study, 

the sample of the study, the research design and the procedures which were 

used in confirming or rejecting the hypotheses of the study. Additionally, 

validity and reliability procedures as well as the statistical analysis used in 

this study were also described. After that, the researcher demonstrated the 

variables of the study and various statistical tests which were used to 

estimate the students' response and improvement.  

 

  



  64 
 

 

Chapter Four 

The Results of the Study 

4.1  Introduction  

4.2  Results of the Test Analysis 

4.3  Answer for the first question  

4.4  Answer to the second question 

4.5  Answer to the third question 

4.6  Summary 

 

 

 

 

  



  65 
 

Chapter Four  

The Results of the Study 

4.1 Introduction 

This study aims to find out the writing skills achievement among 

tenth-graders in Nablus private schools. This chapter shows the results of 

the study regarding the research hypotheses. The researcher used different 

statistical procedures to analyze the collected data using SPSS (Statistical 

Package for the Social Sciences). The statistical tables show the results in 

addition to their analysis. 

The results are figured and analyzed in relation to the hypotheses of 

the study. 

4.2 Results of the Test Analysis 

The results are figured and analyzed in relation to the hypotheses of 

the study.  

4.3 Answer to the first question 

The first question was formulated as follows: 

What is the impact of using running dictation on developing the 

writing skills on the tenth graders at Nablus private schools? 

 



  66 
 

To answer this question, the researcher analyzed the content of the 

tenth grade student’s textbook (first semester). The results of the analysis 

revealed four of written writing skills in Unit (3). These items are detailed 

in the following table.  

Table (4.1): The four writing skills (Table of Specification) 

Subjects 
Formal  & 

Informal letters (5) 

Debate 

(2) 

Percent of 

skills 
Questions No. 2 2 4 

Marks No. 10 10 25 

Organization (word 

order) %27.27 
4 3 7 

Grammar %27.27 4 3 7 

Amount of 

Communication (they 

can use some 

expressions like please, 

hurry up, go ahead  

etc.) %27.27 

4 3 7 

Vocabulary (spelling 

and semantics ) 18.18% 
3 2 5 

Percent of Subjects %56 % 44 100% 

4.4 Answer to the second Question 

The second question was formulated as follows: 

Are there are statistically significant differences at (α ≤ 0.05) in the 

mean scores of post-test between the experimental group and the 

control group? 

To answer this question, the researcher tested the following null 

hypothesis. There are no statistically significant differences at (α ≤ 0.05) in 

the mean scores of post-test between the experimental group and the 

control group. 



  67 
 

The researcher used the Independent Sample T-Test to test the null 

hypotheses. Means and standard deviation of the experimental group and 

those of the control group on the post-test are shown in Table (4.2)  

Table (4.2): Means and standard deviation of the experimental group 

and those of the control group on the post-test 

Domain Group N Mean 
Std. 

Deviation 
T 

p-

value 

Achievement 

Test 

Experimental 22 9.7727 1.84989 
5.818 0.000* 

Control 22 6.8182 1.50036 
* Item is significant at 0.05. 

Table (4.2) shows that there are differences in the means of the post-

test between the experimental group and the control group and this 

difference is significant since the T. computed value (5.818) is greater than 

the T. tabulated value (1.96) and p-value is lower than 0.05 which indicates 

that the null hypothesis is rejected. Thus, there are statistically significant 

differences in the means of the post-test between the experimental group 

and the control group in favor of the experimental group because the mean 

of the post-test in experimental group is larger than of that in the control 

group. 

4.5 Answer to the third Question 

The third question was formulated as follows: 

Are there are statistically significant differences at (α ≤ 0.05) in the 

total mean score between the pre-test and post-test of the experimental 

group? 



  68 
 

To answer this question, the researcher tested the following null 

hypothesis: The hypothesis of the fourth Question was formulated as 

follows: There are no statistical significant differences at (α ≤ 0.05) in the 

total mean score between the pre-test and post-test of the experimental 

group. 

The researcher used the Paired Sample T-Test to test the null 

hypothesis. Means and standard deviation of the pre-test and post-test of 

the experimental group are shown in table (4.3) 

Table (4.3): Means and standard deviation of pretest and posttest of 

the experimental group 

Domain Group N Mean 
Std. 

D